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(Roma)ria para a escola: contributos para a inclusão escolar nas comunidades ciganas
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| 750.99 KB | Adobe PDF | |||
| 26.09 MB | Adobe PDF |
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Abstract(s)
As comunidades ciganas continuam a ser vítimas de um largo conjunto de pré-conceitos e estereótipos negativos, entre os quais se inclui o seu desinteresse pela escola. A região do Algarve mostra uma elevada taxa de insucesso escolar nas comunidades ciganas, justificando-se a realização de estudos que permitam conhecer e compreender, a fundo, as razões subjacentes a este problema social complexo. Nesta dissertação apresentamos um estudo de caso conduzido na Escola do 1º Ciclo do Ensino Básico da Lejana, em Faro. Através da recolha das perceções dos coordenadores, professores, encarregados de educação e ainda dos próprios alunos, pretendeu-se compreender como é feita e como se poderá fazer uma melhor inclusão escolar das crianças da comunidade cigana, para que possam ter um maior sucesso educativo. Para responder a estes objetivos da investigação, adotou-se o paradigma interpretativo, uma metodologia qualitativa, e o método de estudo de caso. Como técnicas de recolha de informação foram utilizadas entrevistas semi-estruturadas a dois dos coordenadores de escola, doze professores, catorze encarregados de educação, um role play a dezasseis dos educandos e a observação participante naturalista. A análise dos resultados mostra que existem múltiplos fatores que influenciam a aprendizagem destes alunos. Alguns destes fatores estão intrinsecamente ligados à escola, mas outros são relativos a condições estruturais da vida da comunidade e só podem ser combatidos com políticas sociais mais abrangentes. Algumas estratégias para a promoção da inclusão escolar passam pela aquisição de mais e diversos recursos humanos, uma melhor comunicação entre a escola e os pais, a adoção de um ensino mais informal, a formação de professores e projetos sociais na escola.
The Roma community continues to be the victim of a wide range of preconceptions and negative stereotypes, including their lack of interest in school. The Algarve region shows a high rate of school failure in Roma communities, justifying the carrying out of studies that allow to know and understand, in depth, the reasons underlying this complex social problem. In this dissertation we present a case study conducted at the Lejana Primary School, in Faro. By collecting the perceptions of coordinators, teachers, guardians and even the students themselves, it was intended to understand how it is done and how better school inclusion of children from the Roma community can be made, so that they can have greater educational success. To respond to these research objectives, the interpretative paradigm, a qualitative methodology and the case study method were adopted. As information gathering techniques, semi-structured interviews were used with two of the school coordinators, twelve teachers, fourteen guardians, a role play for sixteen of the students and naturalistic participant observation. The analysis of the results shows that there are multiple factors that influence the learning of these students. Some of these factors are intrinsically linked to the school, but others are related to structural conditions of community life and can only be tackled with broader social policies. Some strategies to promote school inclusion include the acquisition of more and different human resources, better communication between the school and parents, the adoption of more informal teaching, teacher training and social projects at school.
The Roma community continues to be the victim of a wide range of preconceptions and negative stereotypes, including their lack of interest in school. The Algarve region shows a high rate of school failure in Roma communities, justifying the carrying out of studies that allow to know and understand, in depth, the reasons underlying this complex social problem. In this dissertation we present a case study conducted at the Lejana Primary School, in Faro. By collecting the perceptions of coordinators, teachers, guardians and even the students themselves, it was intended to understand how it is done and how better school inclusion of children from the Roma community can be made, so that they can have greater educational success. To respond to these research objectives, the interpretative paradigm, a qualitative methodology and the case study method were adopted. As information gathering techniques, semi-structured interviews were used with two of the school coordinators, twelve teachers, fourteen guardians, a role play for sixteen of the students and naturalistic participant observation. The analysis of the results shows that there are multiple factors that influence the learning of these students. Some of these factors are intrinsically linked to the school, but others are related to structural conditions of community life and can only be tackled with broader social policies. Some strategies to promote school inclusion include the acquisition of more and different human resources, better communication between the school and parents, the adoption of more informal teaching, teacher training and social projects at school.
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Keywords
Comunidade cigana Escola Inclusão escolar Integração Sucesso escolar